Task-driven Teaching Of"Activity-inquiry" Practical Text Modules In Junior Secondary Schools

Many scholars and front-line teachers began to study the new teaching materials in the hope of finding suitable teaching methods to teach the content of the new materials in order to inject new energy and ideas into the classroom.In this paper,we have chosen the task-driven unit of "Activity-Investigation" as the research point and studied how the three tasks of "Activity-Investigation",namely,reading,practical activities and writing,can be carried out in an orderly manner according to the structural characteristics of the unit's tasks,so as to meet the requirements of the language curriculum,that is,to experience language learning in integrated,multidimensional and continuous activities,and to realize the integrated and practical learning approach required by the curriculum standard.Through the study of the teaching of the practical text unit,enhance the teacher's teaching of practical text,improve the current level of teaching of practical text,so that students can really learn to use,using the "activity-inquiry" practical text unit as a research sample,to explore new teaching methods,so that this teaching method will be extended to the current stage of junior high school teaching.There are four main aspects of this study.First,an overview of the basic situation of the practical text module "Activity-inquiry" for lower secondary schools.In order to give readers a comprehensive understanding of the current edited version of the eighth grade language "activities-inquiry" practical text unit settings are different from other editions of the previous teaching materials,so the author introduced the unit's task settings,that is,the eighth grade context of the "activities-inquiry" practical text unit of the new additions in line with the era and the unit's stylistic characteristics of the selected text,unit layout style is in the way of task groups to lead reading tasks,practical activities tasks(news interviews,speech contests),writing tasks(news writing,speech writing),unit writing concept in line with the requirements of language practice,the language static knowledge application.Secondly,student questionnaires were designed to understand the problems with students' learning and teachers' teaching,and interviews were conducted with junior high school language teachers to identify problems in teaching practice and confusion among teachers in teaching.In terms of teaching philosophy,junior high schoollanguage teachers and students turn a blind eye to the tasks of the practical text module,focusing on reading rather than practical activities,in the teaching process,teachers teaching a single old method,students perfunctory to practical activities,teachers lack of guidance,grade supremacy,the evaluation of unscientific problems,these problems have led to inefficient teaching in practical teaching,does not meet the requirements of the module to transform static knowledge into dynamic knowledge teaching philosophy.Third,a series of teaching strategies are proposed based on the task drive to address the above issues.In reading,group reading teaching is adopted,that is,according to the requirements of the unit reading task,set two subtasks of thematic reading and comparative reading to complete the unit reading task;practical activity teaching,that is,set the news interview task and speech contest task,in these two tasks,students first learn how to interview,how to speak,and then practice themselves;for writing teaching,mainly task-driven writing and situational writing,according to the knowledge learned from the reading task and the experience of the practical activity task to write the news and speech draft.Fourth,according to the strategy proposed in the article,collect the existing relevant teaching examples,then analyze the teaching examples,learn from the experience of excellent teachers,find out the inadequacies of teaching design,improve the inadequacies,and propose a more targeted design.This paper is a detailed study on the teaching of the "Activity-Investigation" practical language unit in junior high school.It carefully designs learning tasks at all levels,and encourages students to construct their own knowledge in practical language learning and practical activities,so as to construct realistic and feasible teaching methods and provide assistance to front line teachers' teaching.